Measuring what matters: the positioning of students in feedback processes within national student satisfaction surveys

The increasing prominence of neoliberal agendas in international higher education has led to greater weight being ascribed to student satisfaction, and the national surveys through which students evaluate courses of study. In this article, we focus on the evaluation of feedback processes. Rather than the transmission of information from teacher to student, greater recognition of the fundamental role of the learner in seeking, generating, and using feedback information is evident in recent international literature. Through an analysis of the framing of survey items from 10 national student satisfaction surveys, we seek to question what conceptions or models of feedback are conveyed through survey items, and how such framing might shape perceptions and practice. Primarily, the surveys promote an outdated view of feedback as information transmitted from teacher to student in a timely and specific manner, largely ignoring the role of the student in learning through feedback processes. Widespread and meaningful change in the ways in which feedback is represented in research, policy, and practice requires a critical review of the positioning of students in artefacts such as evaluation surveys. We conclude with recommendations for practice by proposing amended survey items that are more consistent with contemporary theoretical conceptions of feedback

Testing After Worked Example Study Does Not Enhance Delayed Problem-Solving Performance Compared to Restudy

Four experiments investigated whether the testing effect also applies to the acquisition of problem-solving skills from worked examples. Experiment 1 (n = 120) showed no beneficial effects of testing consisting of isomorphic problem solving or example recall on final test performance, which consisted of isomorphic problem solving, compared to continued study of isomorphic examples. Experiment 2 (n = 124) showed no beneficial effects of testing consisting of identical problem solving compared to restudying an identical example. Interestingly, participants who took both an immediate and a delayed final test outperformed those taking only a delayed test. This finding suggested that testing might become beneficial for retention but only after a certain level of schema acquisition has taken place through restudying several examples. However, experiment 2 had no control condition restudying examples instead of taking the immediate test. Experiment 3 (n = 129) included such a restudy condition, and there was no evidence that testing after studying four examples was more effective for

It’s time to learn about learning:Where should the environmental and natural resource governance field go next?

This Commentary reflects on the state of the scholarship on learning for environmental and natural resource policy and governance. How have we been learning about learning? We highlight theoretical and empirical advancements related to learning, as well as areas of divergence between learning theories and frameworks, and underdeveloped knowledge around processes and outcomes. To address these limitations and improve progress in both theory and practice, we offer recommendations for learning scholarship by focusing on how to collectively engage in ‘learning about learning’

Community response in disasters: an ecological learning framework

Natural disasters are frequently exacerbated by anthropogenic mechanisms and have social and political consequences for communities. The role of community learning in disasters is seen to be increasingly important. However, the ways in which such learning unfolds in a disaster can differ substantially from case to case. This article uses a comparative case study methodology to examine catastrophes and major disasters from five countries (Japan, New Zealand, the UK, the USA and Germany) to consider how community learning and adaptation occurs. An ecological model of learning is considered, where community learning is of small loop (adaptive, incremental, experimental) type or large loop (paradigm changing) type. Using this model, we consider that there are three types of community learning that occur in disasters (navigation, organization, reframing). The type of community learning that actually develops in a disaster depends upon a range of social factors such as stress and trauma, civic innovation and coercion

Drug Use Changes at the Individual Level: Results from a Longitudinal, Multisite Survey in Young Europeans Frequenting the Nightlife Scene

Background: Monitoring emerging trends in the increasingly dynamic European drug market is vital; however, information on change at the individual level is scarce. In the current study, we investigated changes in drug use over 12 months in European nightlife attendees. / Method: In this longitudinal online survey, changes in substances used, use frequency in continued users, and relative initiation of use at follow-up were assessed for 20 different substances. To take part, participants had to be aged 18–34 years; be from Belgium, Italy, the Netherlands, Sweden, or the UK; and have attended at least 6 electronic music events in the past 12 months at baseline. Of 8,045 volunteers at baseline, 2,897 completed the survey at both time points (36% follow-up rate), in 2017 and 2018. / Results: The number of people using ketamine increased by 21% (p < 0.001), and logarithmized frequency of use in those continuing use increased by 15% (p < 0.001; 95% CI: 0.07–0.23). 4-Fluoroamphetamine use decreased by 27% (p < 0.001), and logarithmized frequency of use in continuing users decreased by 15% (p < 0.001, 95% CI: −0.48 to −0.23). The drugs with the greatest proportion of relative initiation at follow-up were synthetic cannabinoids (73%, N = 30), mephedrone (44%, N = 18), alkyl nitrites (42%, N = 147), synthetic dissociatives (41%, N = 15), and prescription opioids (40%, N = 48). / Conclusions: In this European nightlife sample, ketamine was found to have the biggest increase in the past 12 months, which occurred alongside an increase in frequency of use in continuing users. The patterns of uptake and discontinuation of alkyl nitrates, novel psychoactive substances, and prescription opioids provide new information that has not been captured by existing cross-sectional surveys. These findings demonstrate the importance of longitudinal assessments of drug use and highlight the dynamic nature of the European drug landscape

Facilitating Student Learning Through Contextualization

This Brief, based on a longer review that considers the hypothesis that low-skilled students can learn more effectively and advance to college-level programs more readily through contextualization of basic skills instruction, presents two forms of contextualization that have been studied: “contextualized“ and “integrated“ instruction. There is more descriptive work on the contextualization of basic skills than studies with student outcome data. In addition, many studies with quantitative evidence on the effectiveness of contextualization have methodological flaws that limit conclusions. Further, only a small number of studies are with college students. However, despite these problems, contextualization seems to be a promising direction for accelerating the progress of academically underprepared college students. The method of contextualization is grounded in a conceptual framework relating to the transfer of skill and student motivation; practitioners who use it observe positive results, and the available quantitative evidence indicates that it has the potential to increase achievement

Joint Europa Mission (JEM): a multi-scale study of Europa to characterize its habitability and search for extant life

Europa is the closest and probably the most promising target to search for extant life in the Solar System, based on complementary evidence that it may fulfil the key criteria for habitability: the Galileo discovery of a sub-surface ocean; the many indications that the ice shell is active and may be partly permeable to transfer of chemical species, biomolecules and elementary forms of life; the identification of candidate thermal and chemical energy sources necessary to drive a metabolic activity near the ocean floor. In this article we are proposing that ESA collaborates with NASA to design and fly jointly an ambitious and exciting planetary mission, which we call the Joint Europa Mission (JEM), to reach two objectives: perform a full characterization of Europa's habitability with the capabilities of a Europa orbiter, and search for bio-signatures in the environment of Europa (surface, subsurface and exosphere) by the combination of an orbiter and a lander. JEM can build on the advanced understanding of this system which the missions preceding JEM will provide: Juno, JUICE and Europa Clipper, and on the Europa lander concept currently designed by NASA (Maize, report to OPAG, 2019). We propose the following overarching goals for our Joint Europa Mission (JEM): Understand Europa as a complex system responding to Jupiter system forcing, characterize the habitability of its potential biosphere, and search for life at its surface and in its sub-surface and exosphere. We address these goals by a combination of five Priority Scientific Objectives, each with focused measurement objectives providing detailed constraints on the science payloads and on the platforms used by the mission. The JEM observation strategy will combine three types of scientific measurement sequences: measurements on a high-latitude, low-altitude Europan orbit; in-situ measurements to be performed at the surface, using a soft lander; and measurements during the final descent to Europa's surface. The implementation of these three observation sequences will rest on the combination of two science platforms: a soft lander to perform all scientific measurements at the surface and sub-surface at a selected landing site, and an orbiter to perform the orbital survey and descent sequences. We describe a science payload for the lander and orbiter that will meet our science objectives. We propose an innovative distribution of roles for NASA and ESA; while NASA would provide an SLS launcher, the lander stack and most of the mission operations, ESA would provide the carrier-orbiter-relay platform and a stand-alone astrobiology module for the characterization of life at Europa's surface: the Astrobiology Wet Laboratory (AWL). Following this approach, JEM will be a major exciting joint venture to the outer Solar System of NASA and ESA, working together toward one of the most exciting scientific endeavours of the 21st century: to search for life beyond our own planet

NF-κB: a new player in angiostatic therapy

Angiogenesis is considered a promising target in the treatment of cancer. Most of the angiogenesis inhibitors in late-stage clinical testing or approved for the treatment of cancer act indirectly on endothelial cells. They either neutralize angiogenic growth factors from the circulation or block the signaling pathways activated by these growth factors. Another group of angiogenesis inhibitors are the direct angiostatic compounds. These agents have a direct effect on the endothelium, affecting cellular regulatory pathways, independently of the tumor cells. The reason that this category of agents is lagging behind regarding their translation to the clinic may be the lack of sufficient knowledge on the mechanism of action of these compounds. The transcription factor NF-κB has been recently connected with multiple aspects of angiogenesis. In addition, several recent studies report that angiogenesis inhibition is associated to NF-κB activation. This is of special interest since in tumor cells NF-κB activation has been associated to inhibition of apoptosis and currently novel treatment strategies are being developed based on inhibition of NF-κB. The paradigm that systemic NF-κB inhibition can serve as an anti-cancer strategy, therefore, might need to be re-evaluated. Based on recent data, it might be speculated that NF-κB activation, when performed specifically in endothelial cells, could be an efficient strategy for the treatment of cancer

Associating Facial Expressions and Upper-Body Gestures with Learning Tasks for Enhancing Intelligent Tutoring Systems

Learning involves a substantial amount of cognitive, social and emotional states. Therefore, recognizing and understanding these states in the context of learning is key in designing informed interventions and addressing the needs of the individual student to provide personalized education. In this paper, we explore the automatic detection of learner’s nonverbal behaviors involving hand-over-face gestures, head and eye movements and emotions via facial expressions during learning. The proposed computer vision-based behavior monitoring method uses a low-cost webcam and can easily be integrated with modern tutoring technologies. We investigate these behaviors in-depth over time in a classroom session of 40 minutes involving reading and problem-solving exercises. The exercises in the sessions are divided into three categories: an easy, medium and difficult topic within the context of undergraduate computer science. We found that there is a significant increase in head and eye movements as time progresses, as well as with the increase of difficulty level. We demonstrated that there is a considerable occurrence of hand-over-face gestures (on average 21.35%) during the 40 minutes session and is unexplored in the education domain. We propose a novel deep learning approach for automatic detection of hand-over-face gestures in images with a classification accuracy of 86.87%. There is a prominent increase in hand-over-face gestures when the difficulty level of the given exercise increases. The hand-over-face gestures occur more frequently during problem-solving (easy 23.79%, medium 19.84% and difficult 30.46%) exercises in comparison to reading (easy 16.20%, medium 20.06% and difficult 20.18%)